Teacher Quality in India, England, Finland, and Sweden

A quick scan of the recent news on teacher quality illustrates the continuing debates over the best strategies to develop the most effective teaching force.  In India, a recent panel discussion suggested there is a divide between those who call for greater focus on attracting the most promising candidates by elevating the status of the profession, raising salaries, and establishing guidelines for professional responsibilities, and those who call for updating teacher training programs so that candidates will be better prepared for the challenges of the profession.

In England, the strategy of using financial incentives and higher standards for professional entry to increase the quality of the labor pool has been in the news again as the Mail Online reports that the number of job applicants for teaching training positions in math and physics in particular has “collapsed.”  Two years ago the UK Education Secretary, Michael Gove, sought to improve teacher quality by withdrawing funding for teacher training to students who achieved only the third class honors degree. The measure put the country in line with other high performing countries, such as Finland and South Korea, but the story reports that the cut-off score contributed to over 700 teacher training vacancies in math and almost 400 in physics. Related reforms include an increase in the number of candidates training in schools rather than teacher training colleges which Geoff Whitty discussed in a recent IEN post. ICTScoop also describes a project designed to recruit new teachers help improve literacy and numeracy in underserved areas as “getting off to a slow start.”

At EDUCA 2013, Thailand’s annual conference for teacher professional development, Pasi Sahlberg explained Finland’s approach to teacher quality. The government has accomplished this by funding teacher education, recruiting the best candidates as teachers, and giving teachers more time to prepare for classes. While what Sahlberg calls this “Less Is More” approach often emphasizes teacher preparation and recruitment, Sweden is experimenting with further investments  in professional development. For example, with funding provided by the European Union, a new project will provide coaching and observation support for teachers in select schools.